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All Journal Humano: Research Journal Tekstual EDUKASI LANGUA: Journal of Linguistics, Literature, and Language Education JOLLT Journal of Languages and Language Teaching INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS Cakrawala Bahasa Jurnal Bilingual Langua: Journal of Linguistics, Literature, and Language Education

Abdulhalim Daud

English Language Education Study Program, FKIP Universitas Khairun

Author-ID : 3179975

Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 14 Documents Claim Missing Document

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EXPLORING LECTURERS’ EXPERIENCES IN TEACHING WRITING SKILLS THROUGH ONLINE LEARNING AT THE ENGLISH LANGUAGE EDUCATION STUDY PROGRM OF KHAIRUN UNIVERSITY Risnawati Taslim; Naniek Jusnita; Abdulhalim Daud; Ade Ismail
Cakrawala Bahasa Vol 11, No 1: EDISI MEI, 2022
Publisher : FKIP Universitas Khairun

The purpose of this research was to explore three lecturers of English Education Study Program experiences in teaching writing online, types of online learning platform, Techniques that used in teaching writing online, and the challenges faced by the lecturers. This research applied descriptive qualitative method and three lecturers participated as respondents of this research. Data were collected through interview and checklist questionnaire and the data were analyzed using content analysis. The results showed that in teaching writing online, the lecturers used a number of online learning platform where they have been familiar those online learning platform, such as Whatsapp messenger, Virtual class, Zoom meeting, and Google meet. Further, in terms of techniques in teaching writing, it is found that the lecturers use Picture technique, Reading technique, Teaching organization technique, Controlled writing technique, Mind mapping, and List techniques. It was also found in this research that there a number of challenges faced by the lecturers during teaching writing through online;(1) Lecturers got challenges to control students during writing their drafts. (2) it is sometime the lecturer get challenges of time management, it is take time to access the online learning platform and it is also some of the online platform should be paid monthly and the last, the lecturers has limited internet quality access.

FEEDBACK STRATEGIES TEACHING WRITING ONLINE DURING COVID-19 Abdurahman Hi Usman; Abdulhalim Daud; Suratman Dahlan; Adi F Mahmud
Cakrawala Bahasa Vol 9, No 2: Edisi Oktober, 2020
Publisher : FKIP Universitas Khairun

Teaching writing as a process at the university level leads lecturers to give feedback on students’ writing drafts. This research aims to investigate the feedback strategies used by the lecturer in giving feedback to students. This is a qualitative case study research designed for several reasons. This study was conducted in a natural setting in which the researcher focus on feedback strategies used by lecturersto respond to students’ writing drafts. A purposive sample was used in choosing the subject of this research (Alwasilah, 2012). The instrument of this study were researchers. Researchersactas non-participant of an observer (Djam'an Satory and Aan Komariah, 2010). This study was conducted at Universitas Khairun Ternate. The subjects of this research were fourth-semester students who study essay writing online. Data of this study were obtained from students’ documents. Content analysis was focused in this study. The findings in this research were consistent with the ones presented by several scholars in teaching writing.There were several feedback strategies used to respond to students’ writing, namely indirect feedback, direct feedback, and commentary feedback to respond to students’ writing.

BILINGUAL INTERACTION IN EFL CLASSROOM Sitti Rahmayanti; Muhammad Azwar Assiddiq; Sri Hariati Mustari; Abdulhalim Daud
Cakrawala Bahasa Vol 9, No 2: Edisi Oktober, 2020
Publisher : FKIP Universitas Khairun

The objectives of the research were to find out (1) the way of the teacher to involve the students in bilingual interaction, (2) the EFL students’ attitude towards bilingual interaction, and (3) the impact of bilingual interaction on the students’ bilingual achievement. This research employed a case study design. The participants of this research consisted of 1 EFL teacher and 4 EFL students. The data were obtained through observation, interview, and document. The data were analyzed based on procedure of data analysis which consisted of data collection, data display, data condensation and conclusion: drawing/ verification. The findings showed that (1) there were three steps in teaching process by bilingual interaction, they were beginning the class, learning process, and closing the class. It also showed that teacher’s way are classified into a highly advocating teacher (HAT) who advocates use of bilingual interaction and endeavor to find an alternative ways to using L1/L2 during teaching; (2) there were two kinds of the EFL student’s attitude toward bilingual interaction. Those were positive attitude and negative attitude. It also showed that there were some categories that EFL students’ attitude toward bilingual interaction in EFL classroom. They were highly interesting student (HIS) where student feeling that cause special attention to some object and readiness to learn about something, highly monitoring teacher (HMT) where the teacher monitors her instructional language to attract students’ attention in learning English based on their condition, and highly responding student (HRS) where student respond the explanation of material from teacher seriously; and (3) there were two of students’ bilingual achievement, those are high achievement and low achievement. So, it is showed that bilingual interaction give impact on the student’s achievement especially of students’ bilingual achievement. It also showed that there were some categories that EFL students’ attitude toward bilingual interaction in EFL classroom. They were highly monitoring teacher (HMT) where the teacher monitors her instructional language to attract students’ attention in learning English based on their condition and highly responding student (HRS) where student respond the explanation of material from teacher seriously. The findings led to the conclusion that bilingual interaction made the teacher- students and student- students more interactive within the classroom. In addition, the students were even confident to speak and influenced their attitude so they were actively participating in classroom activities and felt comfort interacting to the class by using bilingual interaction. Moreover, a teacher’s expectation shaped a teacher’s behavior, attempting to teach more and create a more positive atmosphere that led them to higher achievement.

THE INFLUENCE OF EFL LEARNERS' INDONESIA LANGUAGE ON THEIR ENGLISH LANGUAGE WRITING Abdulhalim Daud; Saiful Latif
Cakrawala Bahasa Vol 10, No 2: Edisi Oktober, 2021
Publisher : FKIP Universitas Khairun

Penelitian ini difokuskan pada bagaimana pengaruh bahasa Indoensia mahasiswa terhadap tulisan mahasiswa terhadap ahasa target. Apakah ada pengaruh dari bahasa Indoensia siswa terhadap bahasa sasaran ketika pada saat mereka menulis. Penelitian ini menggunakan penelitian kualitaif studi kasus. Data dikumpulkan melalui tes menulis. Untuk mengetahui pengaruh bahasa Indoensia siswa terhadap pada tulisan mereka, siswa ditugaskan untuk menulis karangan bebas dan produk tulisan mereka sebagai data. Hasilnya menunjukkan bahwa ada kesalahan yang dibuat oleh siswa merupakan efek dari bahasa Indoensia siswa terhadap bahasa target. Writing instructor disarankan untuk mengidentifikasi meningkatkan pemahaman mahasiswa tehadap bahasa target untuk mencegah efek dari bahasa Indonesia siswa pada saat menulis.

Co-Authors Abdurahman Hi Usman Abdurrahman Hi Usman Abdurrahman Hi. Usman Abdurrahman Hi. Usman Ade Ismail Adi F Mahmud, Adi F Ali Ajam Dahlan, Suratman Firmansyah Firmansyah Jusnita, Naniek Magvirah Octasary Muhammad Azwar Assiddiq Risnawati Taslim Saiful Latif Sitti Rahmayanti Sri Ayu Budi Lestari Sri Hariati Mustari

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